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Gargiulo/Kilgo, An Introduction to Young Children with Special Needs, 4rd Edition

Chapter 6
Curriculum for Young Children with Special Needs

Learning Outcomes
After reading this chapter you will be able to:
• Provide a definition of curriculum in early childhood special education.
• Describe the interrelated developmental domains and content areas of curriculum.
• Explain how curriculum has evolved in early childhood special education as a result of
historical, legislative, and philosophical influences.
• Discuss the influence of various curriculum approaches on curriculum development for
young children with disabilities.
• Provide examples of well-known curriculum models with advantages and disadvantages
of each and the applicability to young children with delays or disabilities.
• Describe developmentally appropriate practice (DAP), including the three components.
• Discuss the similarities and differences between DAP from general early childhood
education (ECE) and recommended practices from early childhood special education
(ECSE).
• Explain a model for blending recommended practices from ECE and ECSE.
• Describe a framework for curriculum development for young children with disabilities.
• Provide examples of curriculum resources for young children with disabilities.

Key Terminology
Curriculum
Outcomes
Developmental domains
Scope
Sequence
Cognitive skills
Gross motor skills
Fine motor skills
Communication
Language
Speech
Receptive language
Expressive language
Social skills
Emotional skills
Adaptive skills
Universally designed curriculum
Eclectic approach
Developmental approach
Developmental-cognitive approach

Copyright © Cengage Learning. All rights reserved.

Instructor’s Manual 6-2

Functional skills
Preacademic or academic approach
Behavioral approach
Functional approach
Curriculum model
Developmentally Appropriate Practice (DAP)
Age appropriateness
Individual appropriateness
Social and cultural appropriateness
Activity-based instruction or intervention

Chapter Outline
I. Introduction
• The chapter provides a comprehensive framework for curriculum and the process used to
develop curriculum in programs serving young children with disabilities.
II. Overview of Curriculum
• Curriculum is one of a number of program features that contribute to the effectiveness of
early intervention and early childhood special education services for children with delays
or disabilities.
• Outcomes are defined as what is to be taught to young children with delays or disabilities.
• Curriculum is “the knowledge, skills, abilities, and understandings children are to acquire
and the plans for the learning experiences through which those gains will occur” (Copple
and Bredekamp, 2009).
• McCormick (1997) states that curriculum is not a set of activities: It is what is to be
learned.
III. Interrelated Developmental Domains and Content Areas of Curriculum
• Curriculum for young children, both with and without disabilities, focuses on the whole
child and emphasizes development in all areas rather than on only one aspect of learning
(Morrison, 2012).
• Developmental domains are the key skill areas addressed in early childhood special
education curriculum: cognitive, motor, communication, social, and adaptive skills.
• Scope refers to the developmental skill areas (e.g., cognitive, motor, communication,
adaptive, social) and content areas (e.g., literacy, math, science).
• Sequence is the order in which the content is taught (e.g., ages, stages, or grade levels)
and is often specified in a developmental progression—from easier to more difficult.
A. Cognitive Skills
1. Refers to a child’s evolving mental and intellectual ability
B. Motor Skills
• Gross motor skills – ability to move and get around the environment
• Fine motor skills – ability to use small muscle groups such as those in the hands, feet,
or face
• Infant’s motor skills are solely reflexive at birth
C. Communication Skills
• Three aspects of development to consider are communication, language, and speech.
• Communication refers to the exchange of messages between a speaker and a listener.

Copyright © Cengage Learning. All rights reserved.

Instructor’s Manual 6-3

• Language refers to the use of symbols (i.e., letter sounds that are used in various
combinations to form words), syntax (i.e., rules that guide sentence structure), and
grammar (i.e., the way sentences are constructed) when communicating with one
another.
• Speech is the oral–motor action used to communicate.
• Receptive language refers to the child’s ability to understand and comprehend both
verbal and nonverbal information.
• Expressive language is the ability to communicate thoughts or feelings and may involve
vocalizations, words, gestures, and other behaviors used to relay information.
• When communication skills are delayed, the focus is on communicative intent, which
means that attention is given to what a child is attempting to communicate using a
variety of means.
D. Social Skills
• Social-emotional skills refer to a range of behaviors associated with the development of
social relationships (Brown, Odom, & McConnell, 2008).
• This domain includes how children react in social situations, interact with others,
initiate communication, and respond to interactions initiated by others.
• Emotional skills are children’s abilities to identify and communicate feelings, as well as
their capacity to act on their emotions while respecting the rights of others.
E. Adaptive Skills
• Adaptive skills, or self-care skills, primarily focus on the areas of eating and personal
care (e.g., toileting, grooming, and dressing).
• Knowledge of each of the developmental domains and content areas can be helpful in
understanding the child as a whole.
• Typical development can be useful as a general guide and reference point to consider
when determining each child’s individual strengths, needs, and progress.
• It is important to remember that the learning that occurs in early childhood is episodic
and uneven with great variability among children (Copple & Bredekamp, 2009;
Morrison, 2012). This is particularly true for those children with developmental delays
or disabilities.
IV. Historical, Legislative, and Philosophical Influences on Curriculum
• Early intervention and early childhood special education and the various approaches to
curriculum for young children with disabilities have developed from three different fields
of education: general early childhood education, special education, and compensatory
education (Peterson, 1987).
• The field of general early childhood education underscores the young child’s need to
construct his or her own knowledge through active engagement with and exploration of
the environment (Copple & Bredekamp, 2009).
• Compensatory education–founded on the perspective that early intervention/education
can help to minimize or alleviate the effects of environmental influences such as poverty
and other risk factors
• Figure 6-1: Influences on Early Childhood Special Education Curriculum
• Transactional view of child development (Sameroff & Chandler, 1975): a child’s
developmental status varies as a function of the transactions occurring between the
child’s biological characteristics and the environmental or contextual conditions in which
he or she lives

Copyright © Cengage Learning. All rights reserved.

Instructor’s Manual 6-4

• Office of Special Education Programs (OSEP) required that programs for young children
document and report progress annually towards achieving three global outcomes.
• Another important influence on curriculum is the early learning standards that states have
in place to define the desired outcomes and content of early education.
V. Theoretical Influences on Curriculum Development
A. Developmental perspective
• Based on theories of typical child development (Morrison, 2012)
• According to the developmental model, children’s development is genetically
predetermined.
• The implication of this perspective is that curriculum outcomes for children with
special needs should focus on the mastery of skills that follow a typical developmental
sequence.
B. Developmental-Cognitive Perspective
• A theory-driven model that is based on the work of Piaget (Noonan & McCormick,
2006; Morrison, 2012)
• Model is defined by the content that is covered and the instructional methods that are
used.
• The major drawback of this model is that children’s functional skills are not addressed.
C. Preacademic or Academic Perspective
• This approach makes the assumption that the development of nondisabled children is
based on a group of core skills that are typically taught to children during the preschool
years and the primary years.
D. Behavioral Perspective
• Based on the learning principles of behavioral psychology that children are extrinsically
motivated. Skinner, Bijou, and Baer describe child development and learning as
resulting from environmental factors.
• Emphasis placed on the activities in which a child engages within his environment and
the skills that are necessary to participate in those activities in an age appropriate
manner.
• The major problem with a behavioral curriculum approach is the degree of structure
and precision required in the implementation.
E. Functional Perspective
• Functional skills or behaviors that are useful for children to adapt to current or future
environmental demands are identified and facilitated.
• Several advantages over developmental and other theoretical approaches for children
with disabilities (Carta & Kong, 2009; Noonan & McCormick, 2006, Owens, 2010;
Snell & Brown, 2011):
a) The curriculum is based on functional and age-appropriate skills needed by
children in a variety of natural settings within the community.
b) Many of the skills taught are performed by nondisabled children.
c) The use of task analysis as a strategy to identify specific responses to be taught
facilitates individualization.
• One disadvantage: lacks a clear organizational framework
VI. Curriculum Models
• Refers to a conceptual framework and organizational structure, combining theory with
practice, which describes what to teach and how to teach (Aloi, 2009).

Copyright © Cengage Learning. All rights reserved.

Instructor’s Manual 6-5

A. The Creative Curriculum Model

• Directed towards programs serving infants, toddlers, and preschoolers
• Described as an assessment and curriculum system inclusive of all children
B. Bank Street Curriculum Model
• Known as the Developmental Interaction Approach based on the theories of Jean
Piaget, Erik Erikson, and John Dewey among others
• Curriculum is flexible within a planned framework encompassing developmentally
appropriate knowledge and skills
• Child-initiated and child-directed approach
C. High/Scope Curriculum Model
• Well known model based on Piagetian theory of child development
• A key component is the belief that children should be actively involved in learning.
• The five curriculum content areas that are the focus of the High/Scope Curriculum
include (1) approaches to learning, (2) language, literacy, and communication, (3)
social and emotional development, (4) physical development, health, and well-being,
and (5) arts and sciences (math, science and technology, social studies, and the arts).
D. Montessori Curriculum Model
• The model is child directed and the role of the teacher is to serve as a guide who takes
their lead from the children.
• The materials are concrete, intriguing, and usually self-correcting, which means that
they can only be used in one way, to prevent errors, promote mastery through
repetition, and build confidence through competency (Goffin & Wilson, 2001;
Morrison, 2012).
E. Reggio Emilia Model
• Developed in the villages of Reggio Emilia, Italy
• A unique and innovative approach in many ways
• One that is emergent, or one that builds on children’s interests, and is based on the
theory that children learn best by doing and when they are interested in the topic
F. Theme-Based Model
• Focuses on topics found in common events, culture, and the shared environment of
young children
• An array of activities and learning experiences are built around a topical area or central
idea
• When a Theme-Based or Project Approach is used with early primary-level students,
this method often is referred to as unit teaching.
• Table 6-2: Advantages and Disadvantages of Curriculum Models and Their
Applicability to Young Children with Delays or Disabilities
VII. How Curriculum Is Influenced by General Early Childhood Education (ECE) and Early
Childhood Special Education (ECSE) Recommended Practices
A. Recommended Practices in General Early Childhood Education (ECE)
• Widely used descriptors of recommended practice in early childhood curriculum is
developmentally appropriate practice (DAP) (Copple & Bredekamp, 2009)
• DAP is a set of guidelines established by the National Association for the Education of
Young Children (NAEYC).

Copyright © Cengage Learning. All rights reserved.

Instructor’s Manual 6-6

• Three components that are the focus of the assessment and program planning processes:
age appropriateness, individual appropriateness, and cultural appropriateness (Copple
& Bredekamp, 2009)
a) Age appropriateness: the universal nature of the course of human development
during the early childhood years
b) Individual appropriateness: children have individual patterns and timing of
growth personalities, strengths, interests, backgrounds, and experiences
c) Cultural appropriateness: teacher’s ability to understand each child and his or her
unique social and cultural contexts
B. Recommended Practices in Early Childhood Special Education (ECSE)
• Principles Underlying DEC Recommended Practices
a) Educational experiences should be family-based.
b) Educational experiences should be evidence-based.
c) Educational experiences should provide for cultural responsiveness.
d) Educational experiences should provide for multidisciplinary input.
e) Educational experiences should be developmentally and individually appropriate.
f) Educational experiences should be normalized.
• Potential Benefits of ECSE
a) Families are supported in achieving their goals;
b) Child engagement, independence, and mastery are supported;
c) Development is promoted in all areas;
d) The development of social competence is supported;
e) The generalized use of skills is emphasized;
f) Children are provided with, and prepared for, “normalized” life experiences; and
g) The emergence of future problems or disabilities is prevented.
C. The Relevance and Sufficiency of the DAP Guidelines for Children with Delays or
Disabilities
• The analysis of the DAP guidelines revealed inadequacies as it pertained to children
with disabilities.
• NAEYC advocates that the exclusive use of teacher-directed instruction is inappropriate
for any child—partly because it denies opportunities for social interaction with peers
that research has validated to be vitally important for young children with disabilities
(Bredekamp, 1993a; Copple & Bredekamp, 2009).
D. Blending ECE and ECSE Recommended Practices
• Both fields have provided excellent guidelines that should be used when creating
educational experiences for young children with delays or disabilities.
• Greater collaboration needed between general early childhood education and early
childhood special education professionals.
• Figure 6-2: Builder with Two Sets of Materials: ECSE and DAP (Combining ECSE
and DAP)
• Figure 6-3: Builder Successfully Combines DAP and ECSE
VIII. Curriculum Framework for Early Childhood Special Education
• A comprehensive curriculum framework is needed to ensure (a) access to and full
participation by all children; (b) that the individual needs of children and families are
met; and (c) accountability to federal requirements and state standards.
• Figure 6-4: Curriculum Framework – Linked Curriculum Process

Copyright © Cengage Learning. All rights reserved.

Instructor’s Manual 6-7

A. Assessment to Identify Curriculum Content

• Identifying the content of the curriculum that will be the target of intervention or
instruction for each child with a delay or disability is an ongoing process.
B. Curriculum Content
• The scope is the broad, interrelated areas of development and/or content areas and the
sequence is the order (ages/stages/grade levels) in which the content will be taught and
learned, which is often specified in a developmental progression or by grade level.
C. Curriculum Implementation
1. Curriculum Resources
a) Collecting information specific to each child and family in designing the
curriculum; there are a number of curriculum resources organized in a sequenced
format that are used in early childhood programs serving young children with
disabilities.
2. Curriculum Activities and Intervention
• An increased recognition that the concept of curriculum is much broader than the
traditional view of a packaged set of goals and activities
• Activity-based intervention, which embeds instruction on a child’s individual IFSP
or IEP goals and outcomes into the many naturally occurring events and
opportunities that exist in their daily routine, is frequently used to teach targeted
skills (Pretti-Frontczak & Bricker, 2004).
• Figure 6-5 Curriculum Implementation in Home and Classroom Environments
D. Curriculum Progress Monitoring
• The early childhood special educator and other team members must regularly monitor
child progress to determine how each child is responding to the supports provided.
• Record keeping and reevaluation are important for meeting the changing needs of
children as well as families.
E. Collaboration in the Curriculum Process
• Collaboration and partnership among early childhood special education professionals
and families serve as the foundation of the curriculum framework.
• Collaboration is essential to the curriculum process to help children with special needs
move toward their desired goals and outcomes.
IX. Summary
X. Check Your Understanding
XI. Reflection and Application
XII. References

Copyright © Cengage Learning. All rights reserved.

Instructor’s Manual 6-8

Discussion Topics, Class Activities, and Assignments

1. Define curriculum as it applies to programs serving young children with delays or
disabilities.

2. (a) List the theoretical perspectives that have influenced curriculum development in early
childhood special education. (b) Discuss the advantages and disadvantages of each
perspective when applied to curriculum development for young children with delays or
disabilities.

3. List and describe at least three well-known curriculum models and discuss the advantages
and disadvantages of their use with young children with delays or disabilities.

4. Describe important features of commercially available curriculum resources to be used

with young children with special needs.

5. (a) Describe what is meant by Developmentally Appropriate Practice. (b) Explain how the
components of age appropriateness, individual appropriateness, and cultural and social
appropriateness influence curriculum in early childhood.

6. Describe the conclusions that have been drawn in the fields of general ECE and ECSE
about the applicability of the Developmentally Appropriate Practice Guidelines (Copple &
Bredekamp, 2009) to young children with delays or disabilities.

7. Describe a model for blending recommended practices from ECSE and ECE.

8. Describe a framework for curriculum development in ECSE including the four major
elements.

Representative Web Resources

For additional information please access the following representative websites:

• Early Childhood Outcome Center http://www.fpg.unc.edu/~eco/pages/fed_req.cfm

• CONNECT Module 1: Embedded Interventions. Chapel Hill: University of North Carolina,

FPG Child Development Institute, CONNECT: The Center to Mobilize Early Childhood
Knowledge. Available at http://community.fpg.unc.edu/connect-modules/ learners/module-
1.

• Division for Early Childhood (DEC) http://www.dec-sped.org/

Copyright © Cengage Learning. All rights reserved.

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Emir Ikenukhen, 244, 504, 505

Fabu, 67
Fafa, 194, 197, 250, 379
Faguibine, Lake, 33
Faidherbe, General, 17, 24, 352, 500
Fandu, 314, 316
Fanta, 380
Farca, 268, 270, 272, 273
Farimake, 372
Fatimata Azzer’a, 237
Faure, Felix, President, 176
Festing, Major, 474-477, 481, 482, 487, 490
Fily or Fili Kanté, 97, 304, 333, 337, 340, 469, 480
Fituka, 316
Flatters, 114, 145, 244, 391
Flint, Mr., 490
Fogne, 443
Fonssagrives, 458, 474
Footah, 66, 280, 352
Forcades, The, 495
Forcados, 492, 495
Forgo, 164
Fort Archinard, 39, 298, 302, 306, 317, 320-325, 332-337, 339, 344, 348, 356,
360, 371, 387, 392, 398-400, 403, 508
Fort Arenberg or Taubman-Goldie, 470, 471, 473
Fort Goree, 21
Froger, Naval-Ensign, 7
Fulahs or Peuls, the, 3, 65, 75, 78, 129, 166, 181, 194, 202, 251, 271, 280,
309, 312, 314, 316, 325, 351, 352, 359, 362, 363, 368, 379, 386, 394, 396,
408, 422, 436, 454
Futanis, the, 406, 408, 411, 426
Futankés, the, 282, 290, 385, 406

Gaberos, the, 181, 315, 316, 382, 384

Gabibi, the, 216
Gagno, 422
Galam, 496
Gallieni, Colonel, 67, 284, 500
Gambia, the, 6
Gando, 428, 429, 438, 454
Gao or Garo, 165-167, 268, 279, 506, 507
Gao-Wâdy, 242, 243
Garafiri, 462, 467
Garama, 166
Garamantes, the, 166
Gardio, 140
Garnier, Francis, 511
Gauthiot, M., 36, 37, 170
Geba, 471-476, 481, 486
Geigelia, 93
Gheres, 237
Gherinecha, 237, 238
Gilua, 439
Giraudon, M. de, 352
Girris, 427-429, 435
Gober or Sinder, 207, 313, 507
Gomba, 433, 436, 437
Goruberi, 411, 414, 420, 424
Gorubi, 412
Gourma, 316, 317, 328
Grodet, M., 20, 28, 32, 289
Grunner, Dr , 428, 438
Guadjibo or Badjibo, 470, 471, 473, 476
Guinina, 67
Gumba, 405
Gundam, 129
Gungi, 134, 136, 140
Guni, 62
Gurao, 74, 77, 334
Gurienisi, the, 325
Gurma, 354, 366, 387

Ha, 163
Habés, the, 367
Habibulaye, 78, 80, 81
Hacquart, Father, 83, 87, 94, 97, 103, 107, 118, 136, 145, 156-158, 172-174,
258, 272, 278, 279, 283, 290, 303, 324, 338, 340, 341, 351, 398, 427, 430,
432, 510
Hadji Hamet, 427, 428, 430, 432, 435
Hamadi, 80, 87, 89
Hamda-Allahi, 76, 78, 314, 365
Hameit, a sheriff, 104, 135, 140
Hamma Tansa, 392
Hanotaux, Commandant, 228
Haussa, 222, 325, 381, 395, 411, 429, 430, 439, 482
Hoggars, the, 81, 114, 136, 144-146, 231, 244-246
Hombori, 367, 373
Hugo, 282-284, 393

Ibnu, 118, 119

Ibrahim, 155, 161, 397
Ibrahim Bubakar, 342
Ibrahim Galadio, 288, 312-314, 351, 360, 362-367, 371, 372, 382
Idris, 192, 194
Ifoghas, the, 190, 192, 241
Igga, 440, 454, 479, 485
Igharghar, 243
Igwadaren, the, 91, 104, 106, 116-135, 142-145, 148, 209, 217, 240
Ihaggaren, the, 144, 215, 225, 227, 230, 231, 240, 249
Ikum, 440
Ilo, 426, 430, 431, 434-437, 474
Ioraghen, the, 129
Iregnaten, the, 129
Issa, 434
Issa-Ber, 33

Jenné, 52, 73, 96, 352

Jesero, 438
Joffre, Colonel, 33
Joliba or Upper Niger, 5
Jouenne, Dr., 8

Kabara, 81, 83, 90, 91, 93, 102, 121

Kagha, 90, 100, 107, 108, 174
Kaheide, 30
Kale, 392
Kambaris, the, 440
Kandji, 462
Kardieba, 127, 148
Karma, 281, 282, 313, 414
Karu, 251, 257
Kayes, 27, 30, 38, 39, 41, 49, 73, 476, 500
Kebbi, 317, 377, 409, 411, 413, 439
Kel Ahara, the, 238, 240, 241
Kel Air, the, 168, 177, 180
Kel Antassar, the, 33, 103, 118, 125
Kel Avis, the, 192
Kel Es Suk, the, 104, 121, 136, 162, 182-186, 207, 208, 217, 269, 270
Kel Gheres, the, 231, 237, 243, 246, 282
Kel Gossi, the, 100, 101, 107, 241
Kel Kumeden, the, 238, 240, 241
Kel Owi, the, 122, 142, 143
Kel Tedjiuane, the, 238, 240, 241
Kel Temulai, the, 102, 104, 106-110, 114, 173, 209, 375
Kendadji, 265, 438
Kibtachi, 296, 313, 381-384, 403, 405
Kieka-Sanké, 62-64
Kisira, 445
Kita, 9, 50, 51, 54, 408
Koa, 100
Kokoro, 276
Kolikoro, 8, 12, 22, 52-59, 62, 63, 73
Koly Mody, 373
Kompa, 282, 405-408, 411, 417, 420, 424
Kongu, 124
Konnari, 394
Konotasi, 462, 467
Koridjuga, 62
Koriomé, 8, 81
Koyraberos, the, 306, 309, 311, 323, 324, 361, 381, 508
Kpatachi, 462
Kuka, 491
Kunari, 373
Kundji, 438
Kunta, 108
Kuntas, the, 77, 81, 87-91, 100-103, 105, 106, 140, 141, 146, 152, 172, 177
Kurteyes, the, 181, 268, 271, 274, 278, 282, 316, 326, 382, 393, 425, 434, 435
Kutkuole, 282
Kutungu, 265

Labezenga, 193, 252, 257, 260, 261, 264, 370, 406

Lamothe, M. de, 23, 27
Lander, Richard, 472
Lankafu, 438
Laperrine, Captain, 145
Larba, 312
Lat-Dior, 23
Lavigerie, Mgr., 84
Leba, 453, 456, 457, 470, 471, 473, 476
Lefort, Sub-lieutenant, 8
Lemta or Lemtuma, 204, 240
Liptako, 372
Logomaten, the, 218, 242, 252, 270, 312
Lokodja, 344, 473, 475, 479, 480-485, 488

M’Pal, 23
Ma, 55, 56
Mabrok, 90
Madani, 292
Madecali, 420, 423-426, 434
Mademba Seye, 66-69, 71, 73
Madidu, Chief of the Awellimiden, 104-107, 136, 154, 155, 164-168, 170-180,
183, 192, 194-196, 217, 219, 240, 247, 265, 266, 271, 277, 286, 312, 368,
372, 382, 387, 426
Madunia, 102, 112
Mage, The, 9, 10, 74
Malet, Sir Edward, 10, 413
Malinke, the, 54
Malo, 277
Mamadu, 97
Mamé, 96, 97, 109, 259, 260, 263, 434
Manambugu, 8, 9, 52
Mandao, Osmane, 17, 26
Marchand, 36, 38
Marka, 274
Massala, 56
Massenya, 1
Massina, 8, 280, 312, 314, 316, 353, 367, 371, 372, 386, 394, 405
Matam, 30
Matar Samba, 87, 95
Mattei, Commandant, 483, 484, 488
Mauri, 313, 377, 413
Maussinissa, 202
Milali, 107
Mizon, 451, 470, 482
Modibo Konna, 394, 396, 397
Mohamed Askia, 165
Mohamed ben Eddain, 208
Mohamed Uld Mbirikat, 118, 121-123, 127, 130, 134, 136, 140
Mohammed ben Abdallah, 88, 201
Mohammed Djebbo, 385
Monteil, Colonel, 6, 7, 11, 17, 285, 360, 412, 413, 421
Mopti, 34, 140, 386, 394, 405
Mores, 474
Morning Star, The, 472
Morocco, 144, 204, 208, 209, 216
Mosi, 216
Mossi, 39, 65, 66, 316, 325, 353, 354, 373, 375, 377-379
Mount Davoust, 440
Mount Delagarde, 440
Mount Kolikoro, 56, 57
Mount Tondibi, 163
Moyadikoira, 147
Mumi, 386, 387
Mungo Park, 5, 6, 9, 165, 439, 500
Mussa, 97, 337
Mycenæ, 118

Naba of Wagadugu, 378

Nabi Mussa or Mises, 375
Namantugu Mame, 412
Neschrun, 185, 186
Ngiti-Sokoto, the, 243
Ngouna, 33
Ngubi-Sokoto, the, 437
N’Guna, 103, 105
Niger, the, 2, 5-14, 17, 18, 22, 23, 32, 33, 36-39, 42, 44, 52, 54, 56, 72-74, 78,
82, 84, 94, 96, 99, 101, 105, 116, 128, 129, 142, 146, 152, 157, 160, 163,
165-168, 176, 182, 185, 191, 193, 202, 209, 210, 242, 243, 262, 263, 269,
271, 273, 279, 281, 289, 290, 294, 295, 298, 314, 334, 344, 350, 353, 368,
386, 393, 404, 405-408, 411-415, 421, 440, 453, 458, 460, 464, 470, 472,
477, 483, 488, 492, 493, 495, 498, 499, 504, 507, 508, 510
Niger, The, 9, 10, 74
Nigotte, Captain, 218
Nigritian, The, 479
Nikki, 474
Nioro, 68, 100, 280, 282, 312, 313, 316
Niugui, 372
Nuhu, 8
Nupé, 477
Nupé, The, 490

Olinda, The, 495

Onitcha, 490
Osman, 277, 306-308, 325, 327, 353, 368, 376-378, 384-386, 389, 391
Osterman, 59
Othman dan Fodio, 78, 395
Oursi Beli, 243

Patanis, the, 452, 470, 491

Pontoise, 298
Porto Novo, 495
Port Said, 484
Prince de Polignac, 197
Pullo Sidibé or Khalifa, 306-308, 351, 360, 363, 364, 368, 376, 382, 386

Rabba, 378, 476, 477

R’abbas, 109, 112
Raha, 436
R’alif, 109, 112
R’alli, 121-125, 138-140
Regard, Captain, 218
Reichala, daughter of Madidu, 219
Rejou, M., Commandant, 83, 89, 90
René Caillie, The, 470
Rhâdames, 197, 244, 505
Rhat, 207, 278
Rhergo, 102, 107, 114, 116, 118, 119
Ribago, The, 479, 485, 487, 490
Richardson, 505
Rimaibes, the, 316
R’isa, 237
Rocher, M. Du, 23
Rufisque, 22
Rupia, 440-442, 451

Saga, 283, 328

Sahara, the, 8, 82, 136, 160, 204
Said, 89
St. Louis, 17, 22-27, 39, 67, 281, 352, 496
Sakhaui or Sarrawi, 90, 91, 104, 116, 118, 131, 134, 138, 144, 145
Sakhib, 104, 126-128, 130, 131, 134, 135, 147
Saldé, 30
Salla Uld Kara, 88, 104, 149-155, 161
Samba Demba, 300, 337, 338, 468
Samba Laobé, 23, 319
Samba Sumaré, 123
Samory, 54, 67, 299, 301, 310, 313, 314, 330, 331, 377
Sansanding, 66-69, 72-74, 87
Sansan-Haussa, 191, 278, 306, 377
Saraféré, 78
Sarankeni, 331
Sarayamo, 367
Saredina, 74-76, 140, 141
Sarracolais, the, 27, 28, 96, 274, 300, 316, 496,
Satoni, 269, 270
Sauzereau, 38, 39, 41, 59
Say, 32, 74, 75, 96, 99, 174, 180, 219, 240, 250, 274, 277, 280, 282, 285, 289,
290, 293-297, 299, 300, 306-308, 310-328, 333-335, 337, 347, 351, 352,
356, 358, 363, 365-369, 372, 375-378, 381, 384-390, 397, 405, 406, 413,
422, 437, 439, 474, 476, 479, 499, 508
Seba, 450
Sego, 37, 39, 52, 64, 66, 68, 78, 98, 301, 312, 314
Senegal, the, 4, 6, 7, 17, 27, 44, 66, 97, 274, 280, 316, 317, 334, 381, 482,
496, 504, 507
Senegambia, 23, 24
Senussis, the, 201
Sergoe, 377, 388
Serki Kebbi, 378, 406, 409, 411-413, 421
Sidi Alluata, 79, 80, 100-103, 107
Sidibés, the, 316, 361, 382-384
Sidi el Amin, 146
Sidi Hamet, 89-91, 100, 117, 118, 120-122, 127, 148, 149, 151, 153
Sidi Hamet Beckay, 74-77, 79-81, 88, 101, 105, 121, 129, 140, 141, 146, 153-
155, 184
Sidi Moktar, 79, 105
Sidi Okha, 78
Sikasso, 330
Silla, 5
Sillabés, the, 274, 316, 382, 392
Sinder, 180, 207, 218, 266, 269, 272-275, 278, 283, 312, 316
Skobeleff, General, 262
Sokkoto, The, 483
Sokoto, 75, 174, 313, 372, 377, 395, 412, 413, 484
Somangoro, 54-57
Songhay, 96, 109, 161, 163-166, 182, 191-194, 202, 208, 209, 216, 217, 274,
306, 309, 312, 316, 324, 325, 351, 354, 430
Soninkés, the, 54-56, 71, 100, 274
Sorbo, 278, 281, 282
Soule, 423-425
Spahis, the, 23, 319
Stanley, 504
Sudan, the, 7, 14, 19, 22, 32, 37, 43, 49, 50, 52, 67-69, 79, 81, 82, 138, 172,
201, 210, 213, 252, 273, 284, 300, 336, 337, 345, 372, 411, 417, 441, 505
Sudan, The, 475
Sudan, French, 6, 17, 34, 38, 42, 44, 51, 77, 100, 126, 138, 210, 273, 299, 373,
451, 488, 489, 503
Sudan, Western, 76, 100, 165, 166, 193, 406, 498
Suleyman Foutanke, 280, 281, 290, 323, 352, 357, 381, 399, 400, 416, 430
Suleyman Gundiamu, 41, 95, 286, 287, 292, 329, 331, 373, 397, 430, 483
Sultan of Fez, 208
Sultan of Segu, 37, 314
Sundiata, 47, 54, 56
Surgu, 202

Taburet, Dr., 38, 52, 58, 60, 87, 94, 97, 118, 123, 134, 135, 158, 277, 278, 281,
290, 303, 327, 328, 332, 333, 338, 348, 393, 416-419, 474, 476, 484, 486,
510
Tacubaos, the, 218
Taddemekka, 182, 207
Tademeket, the, 104, 131, 148, 152, 154-158, 160-162, 168, 170, 201, 241,
269
Tahar, 121, 140
Talibia, 296-298, 360, 379, 381, 387, 388
Ta-Masheg or Tamschek, 109, 173, 202, 220, 222, 226, 228, 229, 509
Tankisso, 404
Tarik, 203
Tarka, 203
Tarkai-Tamut, 203
Tayoro, 394-398
Tchad, Lake, 28, 165, 247, 352, 372, 507
Tchakatchi, 438-440, 499
Tedian Diarra, 358
Tenda, 414-416, 420-424, 430, 447
Tenger Eguedeche, the, 162-164, 168, 170
Tenguereguif, the, 173, 209, 218
Thies, 23
Tieba, 330, 331
Tillé, 389
Timbuktu, 7, 8, 32, 33, 41, 69, 73, 75, 78-84, 87-91, 98, 102, 103, 106, 114-
120, 122, 126, 129, 130, 134, 136, 138, 142, 148, 245, 273, 279, 288, 309,
331, 335, 344, 351, 352, 368, 369, 427, 473, 495, 498, 499, 507
Tinalschiden, 149
Tintellust, 207
Tioko, 372
Togoland, 428
Tolimandio, 52
Tombuttu, 423, 424
Torodi, 312, 313, 315, 382, 384
Toron, 54
Tosaye or Sala Koira, 88, 89, 104, 128, 131, 148-153, 158, 162, 201, 219
Toucouleurs, the, 3, 8, 41, 62, 63, 66, 67, 73, 75, 76, 79, 105, 129, 130, 140,
152, 209, 218, 271, 279-282, 284, 285, 287-290, 299, 304, 312-314, 360,
382, 384, 386-393, 397, 405, 411, 414, 417, 419, 423
Toutée, Captain, 266, 269, 272, 273, 278, 282, 286, 290, 447, 457, 470
Towdeyni, 83
Trentinian, Colonel de, 34, 38, 138
Tripoli, 216, 505
Tuaregs, the, 8, 18, 33, 37, 65, 75, 78-80, 84, 88, 89, 98, 100, 101, 104, 106,
108, 114, 119-134, 138, 142, 144, 149-178, 182, 189-194, 197, 199-249,
251, 256, 257, 266, 269, 270-273, 275, 283, 307, 312, 315, 351, 368, 372,
379, 383, 388, 394, 397, 434, 470, 505-506, 509
Tuat, 78, 79, 81, 88, 216, 310
Tumaré, 268

Ubangi, the, 11
Uro Galadio, 37

Vermesch, 285
Vinet-Laprade, 24

Wadalen, the, 242

Wagadugu, 373, 375
Wagniaka, 372, 394
Wagobés, the, 269, 270, 272, 274, 316, 377
Walaldé, 30
Wali, 48
Wallace, Mr., 474, 475, 479, 480, 485, 490
Wari, 12, 491-494
Watagunu, 251
Wemé, the, 358
Wolof, 96, 280, 282, 320

Yakare, 71
Yangbassu, 458
Yauri, 377, 439
Yemen, 78
Yoba, 368
Yola, 479, 482
Yuli, 382
Yunes, 104, 156, 219
Yusuf Osman, 281, 282

Zarhoi, 122, 126, 139, 144

 Richard Clay & Sons, Limited, London & Bungay.

FOOTNOTES:

[1]A popular French dance.—Trans.

[2]The translator thinks it best to give the actual words of this
celebrated despatch, which caused so much excitement at the
time.
[3]A griot is a superior negro, who acts as interpreter, etc.—
Trans.
[4]Bamana Dankun had replied to Monson who had called him,
“I will come; when I have finished the sacrifices I am offering, I will
come.” Hence the anger of the Fama.
[5]I have failed to ascertain the meaning of the word Jaribata.
The griots sometimes use words in their songs, which the present
natives of Bambara do not themselves understand, and which
may perhaps be survivals of a now extinct language.
[6]The singular of Ihaggaren is Ahaggar, and of Imrad, Amrid.
[7]It will be understood that the translations in the English text
of the free translations of the originals can only give an
approximate idea of the poems quoted.—Trans.
[8]These are the slang names for members of the secret police
in France.—Trans.
[9]I make a special point of the exact situation of Farca.
Captain Toutée says in a note to his book on Dahomey, the Niger,
and the Tuaregs, that he believed it to be much nearer Timbuktu,
but he had not taken any astronomical observations, and he had
made a mistake of a day in his journal. This rectification will
appear somewhat tardy after the articles published on his return
in the newspapers, and in the Bulletin of the Comité de L’Afrique
française, which led to its being supposed that Farca is on the
outskirts of the last French post in the Sudan. Had this been so,
the results of our expedition would have been greatly minimized.
Suum cuique.
 On the subject of the recognition of the French protectorate by
the people of Farca, there must have been, to say the least, a
very great error of interpretation. Our readers have been able to
discover for themselves that unfortunately French influence does
not extend so far. Indeed, the hostile attitude of the people of
Sinder, who are the relations and feudal superiors of those of
Farca, and who attacked Captain Toutée, would have been
enough to prove it without anything else.
[10]The occupation of Say is now an accomplished fact, and
Amadu has fled in a north-westerly direction; but the French must
be more than ever careful to be on their guard against his forces,
aided by those of the Emir of Sokoto. We must be especially on
the watch against offensive action on the part of Samory, for does
not a certain section of the English press talk of arming and
rousing against us that monster in human form who under pretext
of a holy war is responsible for the destruction of thousands of his
fellow-creatures?
[11]Louis Blanc, ‘Histoire de Dix Ans.’ The sentence quoted is
quite untranslatable, but “We don’t care a rap for you,” perhaps
fairly represents it.—Trans.
[12]I must add that of the 373 miles of railway that I ask for,
125 are already made, and are in full work, so that the worst
difficulties are overcome.
 Transcriber's note:

pg 120 Changed: of the Tauregs to: Tuaregs

pg 121 Changed: letter from Sakhuai to: Sakhaui
pg 200 Changed: the Tauregs alone to: Tuaregs
pg 428 Changed: In is, in fact to: It is
pg 516 Changed: Galan to: Galam
Other spelling inconsistencies have been left unchanged.
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